5.1 Assess student learning
Proficient level: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Informal assessment example:
Following a five week unit focusing on procedural texts, I assessed students informally by their contributions to small group work. Having studied and constructed procedural texts as a class, their task was to create a procedural text (mainly instructional) on something that could be tested by the class in school. Students chose tasks such as 'how to drink from a drink bottle', 'how to build a basic cubby', how to kick a goal in football' and 'how to tie your shoe laces'.
To assess each student I observed group interactions and asked questions to ensure student understanding of the text type. I considered individual contributions when writing the procedural text posters and when presenting their instructions to the rest of the class. As well as being informative to my assessment, the students were unaware they were being assessed and it was a thoroughly enjoyable activity for the whole class as everyone was actively participating - either by presenting or testing other groups' instructions.
These photos show some of the group presentations.
Following a five week unit focusing on procedural texts, I assessed students informally by their contributions to small group work. Having studied and constructed procedural texts as a class, their task was to create a procedural text (mainly instructional) on something that could be tested by the class in school. Students chose tasks such as 'how to drink from a drink bottle', 'how to build a basic cubby', how to kick a goal in football' and 'how to tie your shoe laces'.
To assess each student I observed group interactions and asked questions to ensure student understanding of the text type. I considered individual contributions when writing the procedural text posters and when presenting their instructions to the rest of the class. As well as being informative to my assessment, the students were unaware they were being assessed and it was a thoroughly enjoyable activity for the whole class as everyone was actively participating - either by presenting or testing other groups' instructions.
These photos show some of the group presentations.
Formal assessment example:
Before beginning teaching a Math unit on 'time', the students sat a pre-assessment test. An SSO assisted a few of the students in reading the assessment questions only to ensure the students weren't disadvantaged and that I received a clear indication of what each student knew. This allowed me to plan for differentiation within lessons - small group and individual support for some, and extension activities for those students who excelled in the pre-assessment. I formatively assessed the students through the unit by asking class questions with quick answers on whiteboards / using their analogue clocks, and individual questioning to check understanding.
This is the spreadsheet I used to record student assessment results. Some students were given a more advanced test due to their achievements throughout the unit. This was more beneficial to them than re-sitting the same assessment test. I was still able to see clearly what each student had/had not understood. Most students sat the same assessment paper which provided clear progression in their knowledge/skills. From the assessments it is evident that a couple of students need further support in this area.
(Year 3 students are highlighted in blue. Year 4 students are in white).
Before beginning teaching a Math unit on 'time', the students sat a pre-assessment test. An SSO assisted a few of the students in reading the assessment questions only to ensure the students weren't disadvantaged and that I received a clear indication of what each student knew. This allowed me to plan for differentiation within lessons - small group and individual support for some, and extension activities for those students who excelled in the pre-assessment. I formatively assessed the students through the unit by asking class questions with quick answers on whiteboards / using their analogue clocks, and individual questioning to check understanding.
This is the spreadsheet I used to record student assessment results. Some students were given a more advanced test due to their achievements throughout the unit. This was more beneficial to them than re-sitting the same assessment test. I was still able to see clearly what each student had/had not understood. Most students sat the same assessment paper which provided clear progression in their knowledge/skills. From the assessments it is evident that a couple of students need further support in this area.
(Year 3 students are highlighted in blue. Year 4 students are in white).